Building Psychological Capital With Appreciative Inquiry

Verleysen, Bert; Lambrechts, Frank; Acker, Frederik Van

doi:10.1177/0021886314540209

Cited by 43 publications

(22 citation statements)

References 51 publications

(110 reference statements)

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“…Recent moves to implement new practice frameworks in Queensland (Queensland Government, 2015), aligns with recent approaches in other jurisdictions, both nationally and internationally (Keddell, 2014), moving towards more relationally-based approaches. These strengths and relationally-based practice approaches are consistent with the appreciative inquiry model drawn from management and organisational theory (van der Haar & Hosking, 2004;Verleysen et al, 2015). An alignment of these strengthsbased approaches across casework practice and organisational culture, which are supportive of collaboration, innovation, reflection and ongoing learning, appear more likely to enhance the resilience of CPW, than managerialist and procedurally-based cultures.…”

Section: A Relational Conceptualisation Of Resiliencesupporting

confidence: 62%

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Witnessing resilience: resilience of child protection workers in Queensland

Russ¹

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Statutory child protection has a reputation for being a crisis-driven, reactive and complex system that responds to the wicked problem of child abuse and neglect. In this context there is evidence of long term workforce issues with recruitment difficulties and high turnover rates. The impact of this work not only at an organisational level but also at an individual level is acknowledged in the literature, with workers being exposed to a range of emotional and psychological challenges. Child protection workers (CPW) commonly face significant adversity such as threats, assaults and high levels of exposure to traumatic material exposing them to both direct and vicarious trauma on an acute, cumulative and chronic basis. Research suggests high rates of burnout and vicarious traumatisation in CPW with resultant effects including individual impacts with consequent impacts on turnover.Although exposed to chronic and cumulative adversity many CPW continue to operate effectively for extended period in this field. The predominant focus of previous research on the effects of this work context on CPW and the workforce has been aligned with psychopathology focusing on the distress experienced and the negative impacts.Resilience is considered to be a normal and more likely outcome for the majority of individuals following an adverse experience. While resilience is a concept which is consistently considered in the field of child protection where it relates to children, little consideration has been given to the resilience of CPW. Resilient CPW are likely to continue in the field for extended periods and provide effective services. This indicates there is benefit in examining the resilience of CPW. Given the limited research on worker resilience, particularly in the field of child protection, there is benefit in seeking to better understand the experiences of CPW as it relates to the development and maintenance of their resilience.Drawing on social constructionism as a theoretical framework, this study explored the understandings and experiences of resilience for CPW. The study considered how frontline CPW, who self-identified as resilient, understood their own resilience, the resilience of other staff, and the contributors to resilience in this adverse context. Semistructured, in-depth interviews were conducted with CPW on two occasions over a period of approximately thirteen months using a reflective approach to gain a deeper understanding of resilience and what affects resilience in this difficult work environment.The understanding of how CPW perceive and experience resilience gained through the study provides insights into how they develop and maintain an ability to work effectively when challenged with ongoing traumatic exposure. The study builds on the understanding of the process of resilience and poses a theoretical model that enhances current understandings of resilience. Although there are limitations to the generalisability of the findings due to the qualitative methodology and sample size, this study provides...

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Section: A Relational Conceptualisation Of Resiliencesupporting

confidence: 62%

“…Limitations on level of control over demand, decisions, and workflow have been identified as contributing to stress in CPW ) with greater autonomy supporting resilience and retention (Verleysen, Lambrechts, & Van Acker, 2015;Weaver et al, 2007).…”

Section: Attributes Of Resilient Child Protection Workersmentioning

confidence: 99%

Witnessing resilience: resilience of child protection workers in Queensland

Russ¹

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“…Third, meeting (or exceeding) the member's BPN expectations replenishes (or increases) their PsyCap, which invigorates them for their next collaborative encounter [47]. These conceptions of collaborators possessing PsyCap resources, enabling them to meet BPN, which then to replenish PsyCap, is common in or at least implied by positive psychology literature [49,50]. The novelty of this article is proposing five separate channels within collaboration, each containing a two-stage process, that are the intervening mechanisms.…”

Section: Integrating Positive Psychology With Pilarmentioning

confidence: 99%

“…Subsequent reduction of net collaborative effort will lead to a weakening of collaboration and a subsequent reduction in each member's BPN [74]. Conversely, comfort and familiarity with a member's behaviour encourages colleagues to remain in collaboration [96] and hence increases collective likelihood of success [50].…”

Section: Psycap Enables Accurate Perception Of Pillarsmentioning

confidence: 99%

“…Collaborating members that can accurately make decisions upon PILAR perceptions will appear predictable to colleagues, which is conducive to their engagement, and thereby collaboration viability [50]. Thus, mentally well members become accustomed to a higher satisfaction of BPN, based upon perceiving Pillars accurately, and therefore learn to seek and maintain collaborations.…”

Section: Psycap-ei → Liked → Bpn-relatednessmentioning

confidence: 99%

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Collaboration Vouchers: A Policy to Increase Population Wellbeing

et al. 2018

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Abstract:While economic liberalism has delivered national wealth, substantial portions of the population have been left behind. The precariously and unemployed experience reduced wellbeing that may be remedied by their greater involvement in egalitarian, purposive collaborative groups. Policy to achieve this objective may be assisted by an understanding of how positive psychology interacts with social psychology. The PILAR model of collaboration is postulated to translate between an individual's psychological capital (PsyCap) and their meeting of basic psychological needs (BPN). In a proposed cyclical model, a collaborating individual will meet BPN, thereby experience enhanced wellbeing, which bolsters PsyCap, and hence promotes further collaboration. Given collaboration is amenable to incentivisation, a policy of collaboration vouchers might cost-effectively promote individual wellbeing throughout society, whilst having complementary effects such as social cohesion.

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Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

Consuegra

Engels

2016

British Educational Res J

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There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback patterns, student behavioural responses and student perception of equity in the classroom environment. Fifteen teachers took part in a fivesession professional development programme in which they investigated their own teaching practice by means of collaborative appreciative inquiry. The pre-test and post-test data in the control group illustrate that girls who receive very high levels of positive feedback at the beginning of the year succeed in maintaining and even strengthening their position as favoured students while at the same time lowering their level of raising hands and increasing their level of calling out to the teacher. By contrast, the data in the intervention group show a drop of very high levels of positive feedback and we see the levels of misbehaviour in boys and girls rise. Students' sense of equity increases for all conditions to some extent. The paper considers two alternative explanations for the results: some students actively resist changes in teacher treatment and various confounding factors might have been omitted. Implications and suggestions for further research and the design of professional development programmes on gendered classroom interactions are discussed.

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Building Psychological Capital With Appreciative Inquiry

Cited by 43 publications

References 51 publications

Witnessing resilience: resilience of child protection workers in Queensland

Witnessing resilience: resilience of child protection workers in Queensland

Collaboration Vouchers: A Policy to Increase Population Wellbeing

Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

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